Sentences with phrase «school or work performance»

Without professional counseling in separation and divorce situations, deep hurts can form that can affect future relationships and possibly damage children's present emotional behavior and school or work performance.

Based on our collection of resume samples, these professionals complete duties like assessing patient behavior, diagnosing emotional issues, providing therapy, and making suggestions on how to improve school or work performance.

Behavior Analysts provide support to those with behavioral disabilities, assess patient behavior, diagnose emotional issues, provide therapy and make suggestions on how to improve school or work performance.

Not exact matches

Offer productive paid work to help students build on the skills learned in school Has an office environment with four or more co-workers There must be a supervisor to provide the student with guidance, opportunities to meet their learning objectives, and conduct a performance evaluation (form to be provided) A guaranteed minimum of a 35 hour work / week Work terms to coincide with school semesters which starts in January, May, and September for a minimum of 13 weeks employwork to help students build on the skills learned in school Has an office environment with four or more co-workers There must be a supervisor to provide the student with guidance, opportunities to meet their learning objectives, and conduct a performance evaluation (form to be provided) A guaranteed minimum of a 35 hour work / week Work terms to coincide with school semesters which starts in January, May, and September for a minimum of 13 weeks employwork / week Work terms to coincide with school semesters which starts in January, May, and September for a minimum of 13 weeks employWork terms to coincide with school semesters which starts in January, May, and September for a minimum of 13 weeks employment

It holds true with taking a test at school, performing well at work or in all performance endeavors.

Regardless of whether you stay home or work, the National Education Association's research has proven that parent involvement in schools makes a difference in a child's academic performance and how long she actually stays in school.

Being physically active and eating well promote disease prevention, weight loss or maintenance, stress reduction, improved performance at school and work, increased longevity, and more.

Even subtle reminders of prejudice against one's sex, race or religion can hinder performance in school, work and athletics.

PSYCHOLOGY • Even subtle reminders of the stereotypical prejudice against one's sex, race or religion can hinder performance in school, work and athletics.

Dr Heejung Chung, of the University's School of Social Policy, Sociology and Social Research, also found that where employers offer schedule control it is more likely to be because of performance or work intensity considerations, rather than as a needs - driven provision.

None of the studies, though, attempted to measure fully the impact of the policy on students who might have been motivated to work harder to avoid being held back, or on teachers and schools; nor did they parse the effect of student retention on overall system performance.

• Work with client schools to administer NAEP (or some other matrix - based test aligned to the standards) to 2,000 students each year in key grade levels; use their performance to set the curve for the summative test (think of this as «Curriculum NAEP,» the equivalent of the current state NAEP testing).

Newark, New Jersey, superintendent Cami Anderson (see «Newark's Superintendent Rolls Up Her Sleeves and Gets to Work,» features, Winter 2013) recalls that when she served as area superintendent for New York City's alternative schools and programs, the district had two «conventional wisdoms» when it came to evaluating guidance counselors and social workers: «The first was you'd be violating student confidentiality if you observed guidance counselors or social workers interacting with kids one - on - one, and the second was, if you weren't licensed as a clinical supervisor, you didn't have the authority to evaluate or document performance for these people.»

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

When you are assessing student work, whether it's writing, group presentations, speeches or any other aspect of their school performance, there's a good chance that you have some comments which apply to multiple students.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

While the metric to measure the district's success to this goal is clear, it's not certain whether DPS's school performance framework, or its rubric to determine which schools are performing, works.

If superintendents are not 100 percent satisfied with the performance of new K - 12 school leaders in certain key competency areas, the program graduate will be provided with side - by - side coaching and other professional development work at no cost to the district or the graduate.

In the meantime, all school leaders should know that if lots of pupils switch exam entries, or lots of pupils work at the borderline of performance measures, they are more likely to see great leaps in results, but also reductions.

Measuring these school - wide standards — such as effective communication, problem solving, or habits of work — must include establishing clear criteria (rubrics), designing authentic assessments (performance tasks), and a calibrated system of tracking student performance.

Students are more likely to fall behind in academic performance if their parents do not participate in school events, develop a working relationship with their child's educators, or keep up with what is happening in their child's school;

Often, but not always, it's because families have legitimate concerns about school safety or academic performance, despite years of hard work to improve them.

Decide what the best way of implementing your programming will be: an ongoing residency, a week - long workshop, integrative work, in - school or out of school programs, or one - off performance / experience.

Most districts do not evaluate whether or not their recruiting efforts are working using human resource, or HR, data, nor do they link their school performance data to their principal recruiting efforts.

While some of these proposals offer higher compensation or other financial incentives for educators to work in the neediest schools, others reward high - level performance focused on improved student achievement and other identified criteria.

State tests tend to provide results that are too coarse to offer more than a snapshot of student and school performance, and few district data systems link student achievement metrics to teachers, practices, or programs in a way that can help determine what is working.

These can include classroom, school and district tests; extended writing assignments; tasks, projects, performances, and exhibitions; and collected samples of student classroom work, portfolios or learning records.

State board members brought up concerns about poor performances the cyber companies, Pearson - owned Connections Academy (NYSE: PSO) and K12, Inc. (NYSE: LRN), have had in other states, as well as questions about how the schools will work for families that can't afford computers or Internet connections.

Collective bargaining contracts are especially problematic on three fronts: 1) they restrict efforts to use compensation as a tool to recruit, reward and retain the most essential and effective teachers, 2) they impede attempts to assign or remove teachers on the basis of fit or performance and 3) they over-regulate school life with work rules that stifle creative problem solving without demonstrably improving teachers» ability to serve students.»

As in the larger world, authentic work in schools calls for students to apply their knowledge and skills, with the result typically being a tangible product (written, visual, or 3 - dimensional) or a performance.

Calling the current pay model, which rewards longevity and educational degrees, «outdated and not connected to quality outcomes,» Bell announced support for a new model that rewards teachers based on performance, national certification, taking leadership roles, more difficult assignments such as bilingual or special education, and working in poorly performing schools.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special education.

Additionally, students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46

The RIF, or reduction in force, is all the more painful, because she and other promising teachers were specially recruited to work in an innovative science - focused school, Cleveland's best hope to improve student performance.

But close scrutiny of charter school performance has shown that many of the success stories have been limited to particular grades or subjects and may be attributable to substantial outside financing or extraordinarily long working hours on the part of teachers.

NYCLA's new school leadership coaching tool, the Online Leadership Performance Planning Worksheet (LPPW), provides a web - based interface for school leaders and their coaches to work together between in - person visits or phone or web check - ins.

These schools have received this distinction for their exemplary work in the categories of Student Growth (measured by the Education Value - Added Assessment System, Level 5) and / or scoring a 100 % Academic Performance Ranking on the annual School Performance Framework; (the District's primary accountability tool).

Some limited restorative progress was made during the last session in the adoption of an A-F performance grading system for schools and districts tied to student achievement, but, true to form, most educators, administrators, and school boards have risen in opposition to this grading system and are working to overturn it or at least further water down its underlying standards and rigor.

When asked what the district will say to a parent angry about their child's or school's performance, she said she would tell them that «it is baseline data, that it is not comparable data to tests that they have taken in the past and also showing them the plans for their specific school and how we are going to work with their youngster in the school,» King said.

Jim's life is upside down: his father is out of work and spends his days on the couch watching TV or flying model planes; his mother is the hard - working breadwinner; his sister Becky has stopped washing her armpits and has a biker boyfriend Jim calls Craterface; and Jim is worried he will be expelled from school due to his less - than - stellar academic performance.

How Franz Kline was captivated by the dance performances he saw and incorporated that movement into the energetic slashing in his painting, or how Elaine de Kooning (visiting the college with her husband) ended up acting in The Ruse of Medusa staged at the school and working on Buckminister Fuller's dome.

Artist Statement: Signs of Growth: Urban Food, is a site - specific installation / performance that took place in October 16 -18, 2009, in the context of Art in Odd Places festival, organized by Simonetta Moro, Eve Mosher and Tatfoo Tan with students at Eugene Lang College, The New School for Liberal Arts.The work entailed identifying and marking «green sites» — or places that potentially might support locally grown food — with signs along 14th street, from Union Square to 10th Avenue.

Twenty nine percent reported that traffic harmed their performance in work or school, and 38 % reported having cancelled a planned trip due to anticipated traffic.

We place great emphasis on a sustained record of outstanding academic and professional performance, including distinguished law school and undergraduate grades, Law Review or other legal journal experience, legal work experience, academic faculty or professional references, and judicial clerkships.

The first is a license for business purposes, which lets you drive to and from work, as well as any driving that's necessary in the performance of your job, or for educational or medical purposes (going to school or doctor's appointments, for example).

PA Reps for staff development and growth opportunities * Plan, assign, and direct work, appraise performance, reward and discipline employees, address complaints and resolve problems within the team * Assist in the hiring process * Assist in the preparation of performance reviews * Deliver performance reviews in conjunction with the Prior Auth Manager * Meet monthly with each staff member to go over performance status * Assist with training as needed * Lead weekly Team meetings with staff to keep them informed of changes to policy and procedures and corporate communications * Meet with the Prior Authorization Management team weekly to report on clinical call center performance and personnel issues Required Qualifications: * High School Diploma or equivalent * Current and unrestricted Pharmacy Technician license * 2 years» experience supervising Pharmacy Technicians in a Call Center environment * Prior Authorization experience * Knowledge of the Pharmacy Benefit Management and / or Health Insurance * Knowledge of Call Center industry through work experience and as obtained through related courses * Proficient in Microsoft Word and Excel Preferred Qualifications: * Bachelors» Degree * PBM experience * National Pharmacy Technician Certification Required Competencies: * Must have strong leadership and problem solving skills * Strong written and verbal communication skills * Strong interpersonal skills * Ability to effectively present information and respond to questions from groups of associates, managers and clients * Ability to comprehend ACD statistical reporting and apply it to the operation of the department * Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form * Ability to maintain a high level of consistency while working with team members * Ability to recognize the needs of the staff, heighten morale, and decrease stress and burnout * Ability to understand what style of conflict resolution is best suited for a particular situation * Ability to determine the needs of each individual team member and assist them in achieving set goals * Demonstrate a clear understanding of company and client confidentiality * Excellent organizational skills * Exemplary coaching / motivational skills at both an individual and team level * Adaptable and able to move with change while maintaining a positive attitude and strong role model for the Team.

Questions about your training are best directed to your instructors at the school, but any questions regarding your work schedule, attire, work hours and performance can be discussed with the medical office manager or supervisor at the externship site.

The ideal candidate will: · Have a real appetite for success · The ability to exceed weekly targets / KPIs · Creative writing skills · Have a flair for sales and business development · Be highly motivated · Play a key part within a team · Have the ability to multi-task · Demonstrate close attention to detail · Be willing to work long hours · Remain calm under pressure · Be professional with sky high levels of customer service · Be proficient with the use of all Microsoft packages Job Details · Hours: 0700 - 1730 term time and 0830 - 1330 or 1230 - 1730 during all school holidays · 30 days annual leave · Competitive basic with OTE performance related commission · Based in Shoreditch · Possible requirement to stay and work later than the standard finish time · DBS check required If you are interested in this position please contact Ryan at GSL Education on 02077392211 for an initial discussion about the position.

Job Information (Announcement number, title, series and grade of job for which applying) Personal Information (Full name, mailing address w / zip code, day and evening phone numbers w / area code, social security #, country of citizenship, veteran's preference, reinstatement eligibility, highest Federal civilian grade held) Education (High school: name, city, and state, date of diploma or GED, Colleges or universities: name, city and state, majors, type and year of any degrees received) Work Experience (Job title, duties and accomplishments, employer's name and address, supervisor's name and phone number, starting and ending dates, hours per week, salary, indicate whether we may contact your current supervisor) Other Qualifications (Job - related training courses, skills, certificates and licenses, honors, awards and special accomplishments; for example, publications, memberships in professional or honor societies, leadership activities, public speaking and performance awards)

I offer evidence - based interventions that can help relieve depression and anxiety, elevate performance at work or school, improve sleep, overcome addiction, reduce stress at home, and help with communication, connection, and safety in a relationship.»